11
What did our students say?  Students “dynamically surveyed” during semester one (2013/14) when feedback was being provided  Turning Point audience response system used  Typically n= 80 students per survey  Full evaluation and focus group to be convened in April 2014 Image credit: bit.ly/1jZkUsy

13
When I receive a text message with a link to feedback online I will most likely…. 1.Click the link immediately 2.Wait until I am at a PC and then type in the link 3.Wait for the link to be sent by email & then access it 4.Go straight to Planet Chemistry and look for the link 5.Other…..

15
It is very important that feedback materials should be supplied so that they may be readily accessed on a mobile device... 1.Strongly Agree 2.Agree 3.Somewhat Agree 4.Neutral 5.Somewhat Disagree 6.Disagree 7.Strongly Disagree

16
Given one choice the type of feedback I prefer would be…. 1.Verbal, in class 2.Personalised MP3 Audio 3.Personalised Video 4.Written comments on submitted work 5.Other

17
“..I am able to receive oral feedback while following along with the video and step by step on the practical sheet in order to see where I went wrong. However written feedback is my most preferred mode of feedback.”   “..written feedback has been more useful, video has helped with calculations.”

18
Final Reflections  Generic video feedback useful for large numbers of students  Opportunities for further learning may be incorporated such as video tutorials, calculations, techniques etc.  Individual feedback may be offered on electronic submissions of essays, literature reviews etc.  Further reading: The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? bit.ly/CrookEtAl2012

19
Final Reflections  Range of screen capture tools available such as Camtasia, Jing (free) and Screenr (free)  Can be initially time consuming to create screen captured learning resources but it is a worthwhile investment!  Once created they may be distributed widely